NotesFAQContact Us
Search Tips
ERIC Number: ED457592
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 12
Abstractor: N/A
Reference Count: N/A
Linking School Goals and Learning Standards to Teacher Evaluation and Compensation.
Mathis, William J.
It is possible to tie teacher compensation to professional growth, without reference to standardized test scores. Tying pay to students' achievement scores does not account for the different levels of students, and teacher testing does not separate good teachers from bad. In Rutland Northeast, Vermont, each school has its own locally elected school board with complete budget and personnel authority. The cultural climate of Vermont discourages the confrontational and formalized processes often seen in other settings. However, putting the details into contract language acceptable to all took 4 years and required leadership maturity, tenacity, and continuity. The salary matrix remained in a traditional format with salary steps granted for years of service and graduate credits or degrees. What has changed is the new option of presenting an annual plan for professional growth and a portfolio, with evaluations and observations, for approval to move from column to column in the salary schedule. Indications of professional growth can include enrichment, workshops, national certification, and curriculum improvement. Using this method is a choice, but one cannot afterward change back to the old system. In the first year of implementation, about 6 percent of teachers submitted portfolios to qualify under the new system. In successful programs, salary advancement is not limited to the few, professional development is broadly defined, and curricular and instructional leadership is rewarded. Also, sufficient development and implementation is needed, perhaps 4 or 5 years. The maturity and capability of teachers, principals, and boards is essential. A plan should fit the context, history, and traditions of the schools. (AUTHOR/RKJ)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vermont